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SBMINA 


PASADENA  KINDERGARTENS 
1901-1919 


i-O 


What  can  a  pilgrim  teach 
To  dwellers  in  fairy-land? 

Truth  that  excels  all  speech 
You  murmur  and  understand! 

Alfred  Noyes. 


f 


PASADENA  KINDERGARTENS 
1901-1919 


'The  things  a  child  can  make 

May  crude  and  worthless  be; 
It  is  his  impulse  to  create 

Should  gladden  thee! 

The  greatest  things  have  grown 

All  slowly  to  their  prime; 
From  least  beginnings,  vaguely  known 
In  farthest  time." 


Pasadena,  California 
April,  1919 


PASADENA  KINDERGARTENS 


JUST  A  WORD 

There  is  nothing  more  difficult  to  define  than  education,  be- 
cause there  is  nothing  more  protean.  Creators  of  human  thought 
and  critics  of  systems  are  at  variance,  and  properly  so, — for  the 
spiritual  impulse  of  man, — that  subtle,  illusive  essence  called  life, 
eludes  the  mere  laboratory  analyist.  Education  is  large  and  cath- 
olic. It  is  in  essence  a  mystery  and  incapable  of  precise,  scientific 
analysis.  How  can  you  think  yourself  out  of  thought?  How  can 
you  rim  away  from  your  own  feet?  The  teacher's  chief  duty  is  to 
keep  alive  the  spiritual  impulse  and  adventure  dominant  in  the 
m'nd  of  the  child;  to  guide  the  feet  of  the  joyous  pilgrim  to  the 
blessed  land  of  Discovery.  The  kindergartner  is  particularly  for- 
tunate in  that  she  stands  nearest  (of  all  teachers)  to  the  sources  of 
human  life, — the  joyous,  and  as  yet  uncontaminated  dream  and 
adventure  of  childhood.  The  kindergarten  itself  is  important  be- 
cause its  work  is  foundational  and  because  its  children  are  free, 
daring,  and  unconventional, — abundant  reason  for  the  greatest  peda- 
gogic knowledge,  the  finest  sympathy,  the  most  constructive  en- 
thusiasm, the  largest  all-embracing  love,  of  the  teacher.  A  thous- 
and things  the  kindergarten  teacher  must  be  and  become;  but  she 
must  never  forget  that  the  beauty  and  loveliness  and  richness  of 
life,  is  fact,  only  as  children  grow  into  the  embodiment  of  purity, 
individuality,  and  character. 

This  is  not  the  proper  place  to  suggest  the  things  the  kinder- 
garten should  teach,  even  were  that  possible, — but  I  wish  to  call 
attention  to  two  or  three  of  the  many  qualities  which  should  go 
into  all  teaching,  especially  of  young  children.  The  teacher  and 
the  school  must,  first  of  all,  teach  pure  truth  with  a  joyous  and 
single-minded  purpose  and  enthusiasm.  Every  spiritual  spark, 
every  intellectual  fire,  every  gleam  of  moral  purpose,  must  be  seized 
upon  for  the  individual  and  the  social  good.  The  noisy  life  of  the 
impulsive  animal  must  be  rhythmically  attuned  to  the  unfolding 
personality,  as  nature  speaks  through  sea  and  forest.  The  heart 
and  core  of  the  kindergarten  must  be  intense  social  sympathy,  but 
the  child  must  develop  rapidly  and  naturally  an  individual  con- 
science and  judgment.  The  child  does  not  need  a  definition  of 
truth,  he  should  become  an  embodiment  of  that  virtue.  I  do  not 
speak  of  truth  in  any  narrow  sense,  but  in  its  broad  universality,  its 
all-compelling  and  all-comprehending  power  to  make  alive. 

The  kindergarten  must  teach  also  a  fine  sensibility  of  the 
beauty  and  sacredness  of  being.  The  teacher  works  with  plastic 


6  PASADENA  KINDERGARTENS 

minds, — positively  with  words,  negatively  with  silences, — and  she 
must  have  as  "cadets"  the  fragrant  flowers,  the  singing  birds,  the 
running  brooks,  the  joyous  lambs.  She  must  be  keenly  aware  of 
the  healing  and  the  power  of  nature;  but  also  of  the  subtle  and 
marvelous  influence  of  words, — their  music,  their  colors,  their 
individualities,  their  kinship.  Her  lessons  must  not  be  "word 
prisons,"  but  "word  homes/'  not  the  noxious  poisons  of  the  night- 
shade, but  the  sweet  odors  of  the  violet.  The  real  teacher  will 
transform  everything  she  touches  into  beauty  and  power;  and 
though  the  light  may  sometimes  blind,  it  will  never  blast. 

The  kindergarten  must  also  have  a  compelling  insight  into 
the  root  righteousness  of  things.  The  teacher  must  know  the 
truth  and  live  it,  she  must  recognize  beauty  and  exhale  it.  But 
truth  and  beauty  are  only  handmaidens  of  good, — the  law  of  love 
and  virtue.  A  fine-grained  teacher  is  an  artist,  but  is  before  that  a 
woman.  Conventional  rules  and  pronouncements  concerning  cer- 
tain habits  and  practices  do  not  produce  goodness.  The  teaching 
that  is  fine  is  the  living  example.  Character  is  one  of  the  things 
that  cannot  be  defined  nor  analyzed.  Our  own  conceptions  of  right 
and  wrong  are  clouded  by  time  and  place,  but  virtue  is  independent 
of  both  time  and  place.  Do  not  employ  the  de-humanized  method 
of  importing  goodness  into  children;  but  rather  the  common  sense 
method  of  winning  them  into  goodness. 

JEREMIAH  M.  RHODES. 

Superintendent  of  Schools 


Stars  in  a  blue  sky,  red  stripes  and  white, 
Flag  of  our  country,  freedom  and  light; 
Yes  we  will  serve  thee,  each  do  his  part; 
Flag  of  our  country,  we  give  thee  our  heart! 

The  Children's  Year. 


PASADENA  KINDERGARTENS  9 

AIMS  AND  PURPOSES  OF  THE  KINDERGARTEN 

I.  Individual    development    through    the    use    of    the    child's 
natural  impulses  and  interests. 

II.  Social  adjustment  through  social  experiences. 

III.  Enrichment  and  interpretation  of  the  child's  experience. 

KINDERGARTEN  SECTION 
COURSE  OF  STUDY  COMMITTEE  SOUTHERN  CALIFORNIA. 


THE  WORTH  OF  THE  KINDERGARTEN  FOR 
EVERY  CHILD 

Kindergarten — child  garden — even  the  name  embodies  a  new 
educational  ideal!  Here  the  young  child  grows  naturally,  realizes 
his  powers  through  expression,  becomes  the  active  agent  in  his 
own  education.  Here  knowing  grows  out  of  doing,  and  education 
becomes  a  process,  not  of  instruction — of  pouring  in — but  of 
development. 


KINDERGARTEN  MOVEMENT  IN  UNITED  STATES 

Although  not  American  in  its  origin,  the  kindergarten  has 
proved  itself  particularly  adaptable  to  American  institutions. 
Kindergarten  training  develops  independence,  initiative,  and  ability 
to  co-operate  with  others,  which  are  evident  needs  in  the  making 
of  citizens  fitted  to  live  under  a  democratic  form  of  government. 


HOW  THE  KINDERGARTEN  PROVIDES 
EDUCATION 

The  statement  is  often  made  that  'the  kindergarten  is  all  play.' 
It  is  play,  but  at  the  same  time  it  is  education.  The  kindergarten 
means  happy,  all-sided  development  for  the  little  children  who  are 
becoming  interested  in  persons  and  places  outside  of  the  home 
and  yet  who  are  not  ready  for  the  formal  school  subjects  of 
reading  and  writing. 

SPECIAL  COMMITTEE  OF  INTERNATIONAL  KINDERGARTEN  UNION. 


10  PASADENA  KINDERGARTENS 

PASADENA  KINDERGARTENS 

HISTORY  AND  GROWTH 

In  Pasadena,  as  in  many  cities,  the  kindergarten  work  was  first 
introduced  by  private  schools.  The  very  first  Pasadena  kinder- 
garten was  opened  in  1887  by  Miss  Augusta  Curtis.  It  was  held 
in  a  little  unpainted  barn  on  Arcadia  street.  People  often  built 
their  barns  first  in  those  days  and  then  used  them  as  temporary 
dwelling  places.  Miss  Curtis  converted  this  barn  into  a  home,  using 
the  hayloft  for  living  rooms  and  the  downstairs  for  a  kindergarten. 
It  was  a  bright  room  and  exquisitely  clean,  white  cheese  cloth 
curtains  fluttered  at  the  windows  and  potted  geraniums  stood  on  a 
shelf  underneath.  Here  a  dozen  children  went  to  school  and 
caprice  and  restlessness  seemed  to  be  always  directed  into  some 
legitimate  activity  by  this  pioneer  kindergartner.  At  the  end  of 
the  second  year  of  her  work  in  Pasadena,  Miss  Curtis  was  called 
east  much  to  the  regret  of  all  who  knew  her  and  the  work  she  was 
doing.  During  the  next  ten  years,  several  other  kindergarten 
teachers  opened  private  schools  in  their  homes. 

In  the  fall  of  1896,  the  first  Pasadena  Kindergarten  Asso- 
ciation was  formed.  It  was  the  result  of  an  earnest  desire  of  a 
number  of  Pasadena  women  to  establish  a  good  kindergarten  for 
their  children.  It  was  successfully  carried  on  for  two  years  in  a 
house  on  Marengo  Place  and  was  supported  by  a  tuition  of  five 
dollars  per  month,  each  pupil  being  pledged  for  a  full  term.  There 
were  about  thirty  children  with  Miss  Jessie  Crandall  as  director. 
Several  women  now  teaching  in  the  Pasadena  schools  had  practice 
teaching  in  this  kindergarten.  A  Mother  Play  class  was  formed  at 
this  time  and  the  meetings  were  always  well  attended.  They  felt 
greatly  honored  when  Miss  Elizabeth  Harrison  from  the  National 
Kindergarten  College  addressed  one  of  their  meetings. 

A  year  later,  a  free  kindergarten  was  established  by  Mr.  and 
Mrs.  John  Smith.  It  was  located  on  Bellevue  Drive  in  an  old 
Tooth  Factory.  Miss  Mary  Schaeffer  organized  and  directed  this 
work.  The  second  year  her  health  failed  and  Miss  Ada  Mae 
Brooks  took  charge  until  the  end  of  the  year. 

In  the  spring  of  1900,  a  second  association  was  formed.  It 
was  called,  The  Free  Kindergarten  and  Children's  Aid  Association. 
This  organization  deserves  the  deepest  love  and  respect  of  every 
Pasadena  citizen.  Doctors,  lawyers,  professors,  teachers  and  an 
earnest  company  of  mothers  with  their  friends  worked  together  for 
the  good  of  all  little  children.  They  felt  that  every  child  of  the 
proper  age  in  all  part§  of  the  city  should  be  able  to  attend  kinder- 


Merry  Christmas  now  is  here, 
.  Happiest  day  of  all  the  year, 
Every  face  with  smiles  is  bright, 
Every  heart  with  joy  is  light. 

Songs  of  the  Child  World. 


PASADENA  KINDERGARTENS  13 

garten.  When  school  opened  in  the  fall,  the  use  of  vacant  rooms 
in  the  Garfield  and  Columbia  schools  was  donated  by  the  Board  of 
Education.  Miss  Visscher  and  Miss  Underwood,  who  had  a  private 
school  on  South  Euclid  Avenue,  were  appointed  directors  of  these 
kindergartens.  There  were  no  paid  assistants,  but  some  graduate 
kindergartners  offered  their  services  and  Miss  Florence  Lawson  of 
the  Los  Angeles  State  Normal  School  greatly  aided  the  work  with 
helpful  advice  and  students  to  assist.  Before  the  end  of  the  first 
year,  three  other  kindergartens  were  opened  under  the  association, 
one  in  the  Franklin  School  district  with  Mrs.  Brown  as  director, 
one  in  the  Lincoln,  Miss  Crandall  director,  and  the  other  in  the 
Washington  school  with  Miss  Minnie  Wood  as  director;  so  by  the 
end  of  the  first  year  there  were  five  kindergartens  established  in 
Pasadena.  These  schools,  after  being  equipped,  were  self  support- 
ing; some  children  paid  only  twenty-five  cents  a  week,  others,  two 
dollars.  The  aim  of  The  Free  Kindergarten  and  Children's  Aid 
Association  was  not  only  to  establish  kindergartens  but  to  have 
them  become  a  part  of  the  public  school  work.  This  could  only  be 
done  by  changing  the  City  Charter.  We  read  the  following  in  a 
report  made  by  Superintendent  James  D.  Graham  for  the  year 
1901-1902:  "Under  the  provisions  of  our  new  City  Charter  passed 
upon  January  29,  1901,  kindergartens  became  a  part  of  our  school 
system  and  have  been  maintained  in  each  district  except  the  Grant. 
There  are  eleven  teachers.  New  buildings  for  Franklin  and  Lin- 
coln have  been  much  appreciated." 

Today,  September  1918,  there  are  sixteen  kindergartens  and 
twenty-eight  teachers  an  integral  part  of  our  public  school  work. 
There  are  eight  bungalows  built  especially  for  kindergarten  work, 
and  this  year  a  new  kindergarten-primary  building  will  be  opened 
in  connection  with  the  Longfellow  school. 

Many  boys  who  attended  the  first  kindergartens  are  now  in 
France  and  the  girls  are  filling  positions  of  responsibility,  but  v.he 
little  children  still  come  flocking  to  the  kindergarten  doors — a 
school  where  they  may  live  in  a  happy  world  of  "make-believe  " 


14  PASADENA  KINDERGARTENS 

LIFE   OF  THE  KINDERGARTEN 

The  curriculum  of  the  kindergarten  is  the  child's  world.  That 
which  the  child  is  interested  in  seeing,  in  doing,  in  talking  about,  in 
handling,  the  teacher  takes  and  uses  to  lead  the  child  onward  and 
upward  so  that  he  may  develop  his  senses  and  muscles  into  trust- 
worthy tools,  increase  his  understanding  and  enrich  his  spirit. 

As  in  the  past  year  our  adult  consciousness  has  broadened 
until  we  feel  that  the  happenings  in  any  part  of  the  world  touch  us. 
that  our  welfare  is  linked  with  the  welfare  of  all  peoples,  so  the 
kindergarten  child's  interests  have  reached  to  other  countries.  The 
interest  in  the  children  of  France  and  Belgium  has  given  added 
value  to  stories  of  children  in  other  lands  and  has  made  giving  a 
natural  happy  act.  In  the  singing  of  patriotic  songs,  in  saluting 
the  flag,  in  making  gardens,  the  kindergarten  children  have  learned 
to  feel  that  they  are  a  part  of  a  great  country.  But  in  the  making 
of  citizens  for  the  United  States  and  the  world  we  have  not  forgot- 
ten that  well  developed  muscles,  capable  hands,  trained  senses,  the 
love  of  the  beautiful,  happy  helpfulness  and  co-operation  must  be 
worked  for  every  day  if  the  children  are  to  become  complete,  well 
rounded  individuals.  So  with  talks,  stories,  rhythms,  games,  hand- 
work, the  children  have  had  ample  opportunity  for  genuine  growth. 

In  the  sketches  that  follow  we  have  tried  to  give  you  glimpses 
into  the  thought  and  life  of  the  Pasadena  Kindergartens.  There  is 
no  attempt  to  give  a  complete  account  of  the  work  undertaken. 
Rather,  we  desire  to  illustrate  the  ways  in  which  in  our  schools 
through  varied  means,  nder  varyinug  conditions,  we  try  to  achieve 
our  purpose. 

LANGUAGE 

We  have  made  an  especial  effort  to  develop  the  children's  use 
and  appreciation  of  language  by  giving  them  much  opportunity  for 
conversation,  for  re-telling  of  experiences  and  stories,  and  complet- 
ing each  phase  of  the  work  by  embodying  the  thought  content  in 
some  artistic  setting,  as  in  a  beautiful  verse,  a  beautiful  picture  or  a 
choice  bit  of  music.  In  short  an  ideal  crystallized  in  color,  tone  or 
form. 

In  one  kindergarten  the  morning  circle  was  made  most  de- 
lightful and  worth  while  through  the  community  interest  thought. 
Each  child  was  given  an  opportunity  through  talk  or  story  to  tell 
of  the  thing  just  then  most  vital  to  him.  The  kindergartner  felt 
this  recognition  of  home,  or  community  interest,  gave  the  child 
earlier  freedom  of  expression.  No  attempt  was  made  to  swing  this 


He  dug  his  garden, 

He  sowed  the  seeds, 
He  kept  it  watered 

And  pulled  the  weeds. 

And  when  it  blossomed 

With  flowers  gay 
He  gave  his  mother 

The  first  bouquet. 

Songs  of  a  Little  Child's  Day 


PASADENA  KINDERGARTENS  17 

period  into  line  with  planned  or  seasonal  theme,  though  it  often 
came  quite  naturally.  The  worth  while  thing-  was  held  in  prom- 
inence clarified  by  song,  conversation,  picture  or  dramatization  and 
the  children  urged  to  find  out  more  about  this  live  subject  for 
another  day,  thus  stimulating  powers  of  observation  and  enlarging 
his  vocabulary.  Briefness  was  emphasized  so  all  might  share,  and 
the  English  so  happily  corrected,  the  children  became  kindly  alert. 
By  the  close  of  the  year,  each  child  showed  marked  improvement 
in  power  to  express  well  and  briefly  his  interest. 


OPERA  STORIES  AND  MUSIC 

How  to  present  classic  music  to  children  in  such  a  way  that  it 
would  be  remembered  was  solved  by  the  presentation  of  the  Wag- 
ner Opera  Stories.  The  Ring  Series  were  chosen  with  the  story 
and  music  in  a  simplified  form. 

From  the  very  first  the  attention  and  interest  of  the  children 
was  quite  marked.  They  soon  learned  to  distinguish  the  different 
motifs  and  it  was  a  test  of  great  self  control  for  the  children  to 
wait  until  the  music  was  over  before  they  told  the  names  of  the 
pieces  being  played. 

Just  enough  of  the  story  was  told  each  day  so  that  the  chil- 
dren would  not  become  confused,  and  the  same  with  the  music,  for 
we  realized  that  the  children  could  only  assimilate  a  certain 
amount.  In  this  way  the  children  knew  the  story  and  could  tell  it 
connectedly,  bringing  in  details  which  even  older  children  might 
not  remember.  They  had  their  favorites  in  the  music  and  never 
grew  tired  of  hearing  them  played. 

When  the  children  heard  the  music  they  knew  that  they  were 
not  going  to  sing  it  afterwards  or  illustrate  it  in  rhythm  other  than 
the  most  spontaneous.  For  instance,  when  the  Giant  motif  was 
being  played  the  children  became  giants,  imitating  the  steps  of  the 
giants  as  they  walked  from  mountain  to  mountain,  doing  this  in  a 
most  spontaneous  manner.  The  moral  side  of  the  story,  the 
triumph  of  love  over  hate,  good  over  bad,  was  not  unduly  empha- 
sized, yet  the  children  were  quick  to  grasp  this  point. 

At  the  end  of  the  week  we  felt  that  the  children  had  gained 
many  things.  Their  musical  appreciation  had  been  increased,  also 
their  ability  to  listen  to  good  music;  and  their  imagination  had  been 
quickened  by  the  stories  of  elves  and  giants,  war  maidens  and 
warriors.  Last  but  not  least  we  felt  that  the  children  had  enjoyed 
it  all,  which  made  our  enjoyment  two  fold. 


18  PASADENA  KINDERGARTENS 

USE  OF  PICTURE  BOOKS  WITH  FOREIGN 
CHILDREN 

One  of  the  most  interesting  things  we  have  discovered  in  our 
work  with  the  Spanish  speaking  children  is  the  immense  value  of 
pictures  and  picture  books  to  them  and  the  wonderful  help  they  are 
as  an  aid  to  teach  the  children  English.  We  have  a  regular  daily 
period  for  pictures  and  picture  books  at  our  kindergarten.  We 
take  the  books  from  the  public  libraries  and  frequently  exchange 
them  so  that  the  children  may  have  a  variety  and  the  kind  of  pic- 
tures that  relate  to  the  particular  subject  we  may  be  taking  up. 
The  children  love  the  books  and  their  interest  in  them  and  appre- 
ciation for  them  seems  to  steadily  grow.  The  time  given  to  their 
use  is  time  of  infinite  value  to  them  and  serves  somewhat  the  same 
use  that  the  story  period  does  for  the  American  children. 


PHYSICAL  CARE  OF  THE  FOREIGN  CHILDREN 

In  the  kindergarten  for  Spanish  speaking  children  the  physical 
welfare  of  the  child  is  of  necessity  a  great  consideration.  Many  of 
the  children  come  from  homes  of  ignorance,  dirt,  and  sometimes 
real  poverty,  so  the  school  must  as  far  as  possible  be  the  corrective 
agency  along  these  lines. 

First  thing  in  the  morning  all  children  who  are  underfed  or 
undernourished  are  given  warm  milk,  supplied  by  the  Pasadena 
Hospital  Dispensary.  Once  a  week  these  children  during  school 
hours  are  sent  to  the  dispensary  to  be  weighed  and  a  record  of 
their  progress  kept.  Any  child  with  tubercular  tendencies  is  most 
carefully  watched.  His  temperature  is  taken  twice  a  morning  and 
reported  to  the  dispensary. 

Two  mornings  a  week  are  bath  mornings.  Then,  all  children 
who  sadly  need  it,  and  most  of  them  do,  are  given  baths,  and  their 
heads  are  combed  and  cleaned.  Every  morning  teeth  must  be 
brushed.  This  is  entered  into  with  as  much  joy  as  a  dramatic  game 
or  rhythmic  exercise  and  with  a  vast  amount  of  energy  applied  to  a 
set  of  baby  teeth. 

These  are  minor  details  of  the  kindergarten  morning,  but  are 
considered  of  major  importance  in  making  American  citizens  of 
these  little  Mexican  children,  and  that  of  course  is  our  proposition. 
Scarcely  a  child  can  speak  a  word  of  English  when  he  enters  kin- 
dergarten and  for  weeks  is  too  timid  and  diffident  to  try.  Gradually 
by  entering  into  the  kindergarten  games  and  activities,  and  with 


Bricks  and  mortar  for  money  and  men, 
But  castles  of  sand  for  me. 


PASADENA  KINDERGARTENS  21 

unrestricted  use  of  the  kindergarten  materials,  he  forgets  himself 
and  speaks  English  almost  as  readily  as  his  own  native  tongue. 
He  has  had  his  first  course  in  Americanization. 


GOOD  TIMES  OUT  OF  DOORS 

Our  first  Christmas  party  was  around  an  orange  tree  in  the 
yard;  the  golden  fruit  made  beautiful  decorations.  But  even  with 
the  gifts  the  children  had  made  and  the  gold  and  silver  chains  and 
stars  and  colored  lanterns  that  had  filled  days  with  pleasure,  it  was 
not  a  real  Christmas  tree.  Then  we  had  two  real  firs  planted,  a 
little  one  and  a  big  one.  When  one  grows  too  large  it  is  cut  down 
and  another  planted,  so  we  always  have  one  that  is  just  right.  Only 
once  has  it  rained  so  we  could  not  have  our  party  out  of  doors. 
The  morning  of  the  party  the  children  decorate  the  tree  and  hang 
the  gifts,  then  the  Christmas  songs  are  sung  for  our  guests,  the 
simple  gifts  are  given  to  the  parents,  and  with  joyous  good-byes 
we  leave  kindergarten  for  the  Holiday  vacation. 

The  sand  bed  is  an  every  day  joy.  With  blocks,  shovels  and 
old  tin  cups  it  is  the  favorite  place  at  recess.  Many  people  from  the 
grades  are  regular  visitors.  Future  bakers,  carpenters,  bridge 
builders  and  engineers  of  tunnels  and  mountain  roads  ply  their 
trades  each  day. 

The  bars  and  ladders  have  their  adherents  and  each  day  mus- 
cles grow  stronger  and  it's  a  gala  time  when  some  one  can  do  a 
new  "stunt." 

The  garden  is  always  lovely  with  the  children  and  their  water- 
ing can.  In  the  fall  each  child  has  his  own  plot  of  vegetables. 
In  the  spring  it  is  gorgeous  with  sweet  peas  on  the  fence  and  the 
rest  of  the  garden  filled  with  California  poppies,  and  great  Shirley 
poppies,  pink,  red  and  white.  This  year  we  have  had  a  wonderful 
bed  of  wild  flowers.  We  bring  arms  full  in  the  house  for  the  hang- 
ing baskets. 

In  our  front  yard  we  have  a  pergola  covered  with  purple 
wisteria  and  white  cherokee  roses  which  take  turns  in  blooming. 
In  it,  are  two  long  tables  and  four  benches,  and  here  we  often  take 
our  work  while  the  birds  sing  to  us,  and  in  the  spring  even  make 
their  nests  among  its  vines  overhead. 

We  have  the  May  pole  on  the  lawn,  and  play  many  games  there 
under  the  magnolia  tree,  its  shiny  leaves  and  bright  seeded  cones 
we  string  and  its  petals  make  lovely  dishes,  or  boats  for  our 
aquarium. 


PASADENA  KINDERGARTENS 
EXCURSIONS 

A  "Ford"  crowded  with  happy  youngsters,  made  several  de- 
lightful trips.  Once  it  was  to  the  wonderful  poppy  fields,  where 
after  one  long  breath  of  surprise,  they  filled  their  arms  with 
flowers  and  then  drove  to  a  nearby  kindergarten  to  make  a  call. 

Again  it  was  out  to  the  open  fields  to  gather  wild  flowers  at 
Easter  time,  and  on  the  return  trip  we  made  a  brief  call  on  our 
Superintendent's  wife  and  small  son  and  we  were  each  treated  to  a 
big  ripe  orange  from  his  own  trees. 

Sometimes  we  walk  down  to  the  Arroyo  with  our  neighbors, 
the  first  graders,  but  often  alone,  where  we  find  running  water, 
sand  beds,  frogs,  pollywogs,  squirrels  and  many  birds. 

PLAY  WITH  OTHER  GRADES 

The  first  graders,  across  the  hall,  run  in  often  and  we  visit 
them  for  their  reading  periods  or  for  a  story  on  rainy  days  and 
play  extra  games.  Many  times  they  gather  around  our  piano  for  a 
singing  lesson  or  come  to  surprise  us  with  their  newest  story. 

In  this  way  we  aim  to  make  the  step  between  the  kindergarten 
and  first  grade  just  going  over  to  learn  to  read  and  to  have  them 
feel  they  are  still  members  of  their  first  class,  the  kindergarten. 

ORCHESTRA 

During  the  first  part  of  this  school  year,  we  noticed  that  the 
rhythmic  sense  of  the  children  in  our  kindergarten  was  not  nor- 
mally developed,  so  we  decided  to  emphasize  particularly  this  phase 
of  our  work. 

We  feel  that  we  gained  the  most  marked  results  along  this  line 
through  the  use  of  a  band  composed  of  kindergarten  and  home 
materials,  the  number  and  kind  of  instruments  used  depended  upon 
the  children's  suggestions.  The  drumsticks  were  supplied  from 
the  second  gift,  the  drums  from  coffee  cans  which  the  children 
brought  in  and  covered.  Horse  shoes  were  brought  in  by  the  chil- 
dren, clappers  were  made  by  using  the  enlarged  gift  blocks  and 
chimes  were  rung  with  harness  bells  and  school  triangles.  The 
instruments  used  were  often  varied  and  -limited  by  the  children's 
choice,  whistles,  horns,  rolled  cardboard  fifes,  combs,  deskbell, 
hammers,  and  flags  for  flag  drills  were  occasionally  added. 

The  orchestra  was  always  led  by  one  of  the  children  who 
directed  through  recognized  movements  with  his  baton,  choosing 
piano  or  voice  accompaniment.  It  was  interesting  to  note  the  dif- 


Happy  hearts  and  happy  faces, 
Happy  play  in  grassy  places — 
That  was  how,  in  ancient  ages, 
Children  grew  to  kings  and  sages. 

Stevenson. 


PASADENA  KINDERGARTENS 

ference  in  resourcefulness  of  the  leaders  as  in  quickening  and  les- 
sening of  time,  chorus  and  solo  work  and  in  volume  of  sound. 

In  addition  to  the  results  obtained,  we  feel  that  the  children's 
interest  and  keen  enjoyment  was  a  large  factor  in  the  work. 

FREE  TABLE  PERIOD 

We  have  been  trying  from  practical  experiment  to  solve  the 
problem  of  freedom  in  our  kindergarten  this  last  year. 

Madam  Montessori  says,  "No  one  can  be  free  unless  he  is 
independent."  "Needless  help  is  an  actual  hindrance  to  the  devel- 
opment of  natural  forces."  If  we  believe  that  energies  and  powers 
may  become  self  directed  through  the  "Necessity  of  things,  not  the 
caprice  of  man,"  then  we  must  give  an  opportunity  for  this  self 
direction. 

Dr.  Dewey  says  we  must  secure  two  factors,  "initiation  in  the 
child's  own  impulses,  and  termination  on  a  higher  plane."  The 
ch'ld  is  to  have  choice,  but  it  is  balanced  and  given  progression  by 
the  teacher. 

We  have  tried  to  meet  this  by  a  free  period  and  a  period  when 
all  are  handling  the  same  material  under  the  teacher's  suprvision. 

We  began  by  having  a  free  period  on  Friday,  but  soon  decided 
to  have  the  period  every  day.  Certain  kinds  and  types  of  material 
were  placed  on  the  tables,  art,  constructive,  and  plastic,  free  work, 
unfin'shed  work,  and  new  material.  We  also  had  a  table  of  books 
that  the  children  were  free  to  enjoy. 

The  children  could  use  floor  blocks,  taking  what  they  could 
take  care  of  and  put  back  correctly. 

The  children  selected  material  for  work  suggested  by  any  of 
these  materials  and  other  materials  were  added  as  called  for.  The 
results  looked  for  from  these  daily,  free  periods  were  skill  in  hand- 
ling material,  group  organization,  and  power  to  make  social  adjust- 
ments. The  children  learned  much  from  one  another.  If  one  child 
constructed  something  which  other  children  admired  and  desired  to 
make,  the  successful  child  would  take  pleasure  in  showing  the 
others  how  he  did  it.  This  helped  the  teaching  child  to  clarify  and 
express  his  ideas  and  brought  about  close  co-operation. 

This  year  it  has  been  almost  entirely  what  we  would  call  a  free 
play  period,  but  next  year  we  hope  to  really  make  it  a  "free"  period 
in  which  children  may  work  or  play  or  observe,  with  little  interfer- 
ence on  the  part  of  the  teachers.  This  free  period  brings  about  the 
small  group  arrangement,  and  if  this  were  carried  out  as  it  should 


26  PASADENA  KINDERGARTENS 

be,  would  result  in  more  teachers  being  on  hand  to  help  when 
needed. 

Next  year  we  hope  to  have  more  of  "housekeeping"  where 
children  may  play  at  teaparties,  set  the  table  and  be  responsible  for 
putting  things  away.  This  would  call  for  more  low  cupboards. 

The  free  period  brings  about  a  natural  atmosphere  and  develops 
in  the  child  ability  to  choose  a  course  of  action  and  carry  it  out 
himself. 


CONSTRUCTION  WORK  WITH  WOOD 

This  year  we  introduced  construction  work  with  wood.  We 
secured  a  load  of  lumber,  odd  scraps,  from  the  Pasadena  Lumber 
Company.  The  boys  in  the  grades  were  making  toys  at  that  time, — 
discarded  scraps  were  added  to  our  bin.  The  children  revelled  in 
this  material  and  put  it  to  many  uses;  hammers,  saws,  and  nails 
were  quickly  made  acquainted  with  this  pile  of  wood  scraps.  The 
children  had  free  scope  to  make  anything  they  chose.  Both  groups 
of  children  spent  two  periods  each  week  in  the  sloyd  room.  All 
the  articles  made  which  we  considered  really  good  were  honored 
by  being  painted,  or  stained.  One  of  the  first  things  to  be  con- 
structed was  a  horse  and  wagon.  This  suggestion  came  to  the 
child  because  of  a  discarded  horse's  head.  The  following  day  the 
horse  and  wagon  were  improved  upon.  The  man  on  the  horse  was 
removed  and  placed  in  the  wagon.  The  first  table  constructed  was 
made  of  a  flat  board  and  four  long  nails  for  legs.  The  next  day  the 
table  received  wooden  pillars  for  supports. 

Following  are  some  of  the  articles  made:  chairs,  tables,  carts, 
airships,  guns,  a  church  with  cross,  slides  and  ladders  combined, 
window,  red  cross,  T  square,  tooth  brush,  book-rack,  benches  all 
sizes,  and  settees. 


THE  BIG  BLOCKS 

Blocks  as  a  kindergarten  method  of  play  are  of  value  not  only 
because  they  are  a  means  of  enjoyment  but  because  they  arouse, 
train  and  enlarge  the  child's  inherent  constructiveness.  The  new 
large  blocks  make  possible  the  real  use  of  the  things  built. 
Through  their  use  the  child  finds  that  he  has  built  well  or  ill  as  his 
work  serves  his  purpose  or  fails  him.  Houses  sufficiently  large  in 
which  the  child  may  really  live,  with  gables,  porches,  walks  and 
other  embellishments  are  made.  The  children  learn  not  only  to 
build  but  to  build  with  great  interest,  self-dependence  and  ingenu- 


What  are  you  able  to  build  with  your  blocks? 
Castles  and  palaces,  temples  and  docks. 
Rain  may  keep  raining  and  others  go  roam, 
But  I  can  be  happy  and  building  at  home. 

Stevenson. 


PASADENA  KINDERGARTENS  -9 

ity.  Not  only  large  houses  are  built,  but  tables  on  which  lunches 
are  served,  beds  to  sleep  in,  chairs  and  bookcases.  With  simple 
keenness  the  child  chooses  the  blocks  suitable  to  his  purpose. 
Work  unfinished  today  is  finished  tomorrow  and  the  full  product 
is  the  source  of  real  pride  and  the  stimulus  to  new  developments. 


A  HAPPY  DAY 

One  morning  we  decided  to  give  the  girls  a  chance  to  play  as 
little  girls  so  like  to  play,  while  the  boys  had  a  chance  to  play  just 
as  boys.  The  girls  stayed  in  the  kindergarten  and  made  paper 
dolls  which  were  made  plump  and  life  like  with  soft  crumpled 
paper  insides.  The  boys  went  to  the  sloyd  room  where  they 
worked  busily  making  boats  and  airplanes  from  the  scraps  left  by 
the  older  boys.  Later  the  boys  had  vigorous  play  on  the  large 
apparatus  in  the  school  yard.  At  the  story  hour  the  boys  chose 
their  story  and  the  girls  decided  on  their  favorite  and  both  were 
told.  It  was  a  very  happy  morning  and  we  felt  that  occasional 
separation  in  this  way  aided  in  the  children's  complete  and  natural 
development. 

PATRIOTIC  WORK 

Our  patriotic  work  in  the  kindergarten  was  three-fold:  money 
contribution,  salvage  and  Red  Cross  work.  The  organization  of 
the  Pasadena  schools  into  Junior  Red  Cross  Auxiliaries  greatly 
stimulated  interest. 

Most  of  the  children  brought  their  pennies,  a  few  at  a  time,  for 
the  Red  Cross  box  or  for  the  French  Kindergarten  box.  When 
they  had  earned  their  twenty-five  cent  fee  for  membership  in  the 
Junior  Red  Cross,  they  were  very  proud  to  wear  their  Red  Cross 
pins.  A  few  of  the  children  worked  at  home  until  they  had  earned 
twenty-five  or  fifty  pennies  and  then  brought  them  for  thrift 
stamps. 

Salvage  work  is  perhaps  the  easiest  work  for  little  children  to 
participate  in.  Nearly  every  morning  the  floor  in  the  center  of  the 
circle  would  have  an  accumulation  of  papers,  bottles,  tinfoil,  lead, 
rubber,  etc. 

While  much  of  the  work  of  the  Junior  Red  Cross  is  too  diffi- 
cult for  kindergarten  children  we  managed  to  average  two  or  more 
periods  a  week  on  it.  We  cut  out  pictures  and  pasted  them  into 
books  for  children  and  soldiers,  made  paper  doll  sets  and  cut  snips 
for  comfort  pillows.  While  we  did  no  knitting  at  school  a  few  of 


30  PASADENA  KINDERGARTENS 

the  little  girls  learned  to  knit  at  home  and  brought  blanket  squares. 
The  children  really  enjoyed  doing  this  work  and  liked  to  think  they 
were  helping  the  soldiers.  One  little  girl  whose  father  was  in 
service  in  France  was  very  hopeful  that  he  might  get  the  scrap 
book  upon  which  she  was  working.  It  seemed  that  this  actual 
doing  of  patriotic  work,  beginning  in  this  small  and  simple  way, 
gave  the  children  a  good  start  toward  faithful  service  and  love  for 
their  country. 


PASADENA   KINDERGARTEN  ASSOCIATION 

The  Pasadena  Public  School  Kindergarten  Association  was 
organized  October  3,  1907.  As  is  well  known  the  purpose  of  their 
organization  was  to  promote  co-operation  between  the  different 
kindergartens;  to  keep  in  touch  with  research  work  along  the 
efficiency  of  the  department  as  an  integral  part  of  the  city's  edu- 
cational system;  and  to  extend  hospitality  to  kindergarten  depart- 
ments of  other  cities. 

For  over  ten  years  the  association  has  been  an  active  organi- 
zat'on.  It  has  met  once  a  month,  sometimes  twice,  and  has  con- 
sidered subjects  and  problems  in  accordance  with  the  original  pur- 
pose of  the  organization. 

The  association  has  co-operated  with  the  Los  Angeles  Kinder- 
garten Club  and  later  with  the  Southern  California  Kindergarten 
Club,  and  has  materially  aided  both  these  organizations  in  raising 
money  for  charitable  work. 

The  Kindergarten  Association  of  Pasadena  planned  and  secured 
Miss  Fulmer  (then  of  Columbia  University),  for  summer  work, 
having  a  six  weeks'  course  for  three  successive  summers.  Later 
when  Miss  Fulmer  had  established  herself  in  the  west  the  work 
was  continued  for  three  successive  summers,  making  the  course  an 
equivalent  to  post  graduate  work. 

During  the  past  year  1917-1918  the  association  turned  its  at- 
tention to  War  Work.  It  met  twice  a  month  and  sewed  most 
industriously  for  the  French  Relief  Society.  The  association  sup- 
plied its  own  materials  and  at  the  close  of  the  year  was  quite 
pleased  to  find  that  112  garments  and  one  complete  baby  outfit  had 
been  turned  in. 

The  meetings  aside  from  being  most  practical  were  delightful 
social  occasions.  Dr.  Rhodes  from  time  to  time  met  with  the 
association, — and,  sewed?  No,  read  a  story  or  told  of  his  eastern 
trip  and  made  the  afternoon  thoroughly  enjoyable. 


Hi  diddle  unkum  tarum  tantum, 
Whipsee  diddle  dee  dandy  dee, 

Playing  nick  nack  on  my  drum,  rum  turn 
Hi  diddle  unkum  turn  lum  lea. 


PASADENA  KINDERGARTENS  33 

TEACHERS'  SUMMER  WORK 

The  elementary  schools,  particularly  the  kindergartens  of 
Southern  Californa,  have  been  most  fortunate  in  coming  under  the 
educational  influence  of  Miss  Grace  Fulmer,  who  like  many  others, 
felt  "the  call  of  the  West"  and  is  now  within  our  gates.  Miss 
Fulmer's  work  given  in  Pasadena  during  six  successive  summers, 
has  helped  us  immeasurably  as  kindergartners  to  live  more  intelli- 
gently, hence  more  truly  with  little  children.  We  are  coming  to 
better  understand  the  child's  attitude  toward  his  environment  and 
to  free  the  child,  we  follow  his  response  to  this  environment,  what- 
ever or  wherever  that  may  be,  in  song,  in  story,  on  a  walk,  at  work 
or  at  play  with  Froebelian  materials  (which  were  chosen  as  uni- 
versal in  their  adaptation  to  world  problems)  or  with  things  far 
afield,  but  to  follow  only  in  so  far  as  this  response  may  be  adjust- 
able to  educational  principles.  For  only  as  the  responses  are  usable 
for  greater  power, — when  they  are  a  part  of  the  "educational  pro- 
cess," can  they  be  truly  worth  while.  "Educational  principles,"  as 
Miss  Fulmer  has  written  in  her  book,  "are  universal,  and  must 
therefore  find  application  in  every  department  of  the  school 
system."  What  will  little  children  do  when  first  given  a  square  of 
folding  paper?  The  results  will  be  many.  From  the  varied  folds  or 
responses  of  the  class,  the  kindergartner  selects  simple  fundamentals, 
those  through  which  a  child  may  grow,  may  gain  power.  From  the 
simple  fold  we  call  the  book-fold,  (a  square  once  folded)  comes  the 
suggestion  of  book,  tent,  house,  mountain,  tunnel,  etc.,  each  needing 
some  additional  touch  to  make  it  more  real  to  the  child.  Now  we 
are  giving  the  children  as  a  class  power  through  repeating  this 
book-fold  and  also  giving  each  one  joy  in  the  freedom  of  his  selec- 
tion. He  may  use  this  fold  as  a  book,  adding  leaves,  as  a  tent,  add- 
ing flag,  or  as  a  house,  adding  chimney.  Tomorrow,  he  may  have 
a  book  with  blue  or  red  cover,  a  book  large  or  small,  a  tent  white 
or  khaki,  small  for  a  soldier  or  large  for  a  circus;  a  house,  gray  or 
green,  small  for  a  bungalow;  large  for  a  hotel;  but  he  is  always 
gaining  power  through  play. 


34 


PASADENA  KINDERGARTENS 


TABLE    OF   COMPARATIVE    STATISTICS    RELATING   TO 

EXPENDITURES,  TEACHERS'  SALARIES,  COST  PER 
PUPIL,  ETC.,  IN  THE  KINDERGARTEN,  1907-1918 


£    2 

Z 

<p  O> 

g 

-2   fn 

s 

°     *•£ 

"^  O  of 

s 

£j*H 

CD   S    § 

^3  >»C,o^S 

^  **-*   <D 

c    ^ 

r^  ^ 

Q,  CUTS 

p*r^  o      ^ 

aj   03  ."£* 

nj 

o3  fl\ 

>   fi 

13   C^   m  ^  Ifl 

|1* 

^^ 

Q  o 

^  °  c  *  « 

£ 

d 

jui 

^|l 

||a 

«i 

5iiii 

h 

o  CD  '3 

|o| 

>  +j  ^ 

§fSS 

il^ii 

i 

1907-08 

$13,768.22 

$12,062.75 

224 

$  61.47 

$53.85 

1908-09 

13,770.66 

13,103.75 

213 

64.65 

61.52 

1909-10 

16,913.17 

14,809.00 

239 

70.77 

61.96 

1910-11 

19,278.89 

18,819.99 

279 

69.09 

67.45 

1911-12 

20,226.44 

19,136.88 

317 

63.80 

60.36 

1912-13 

25,119.49 

24,062.56 

424 

59.24 

56.75 

1913-14 

22,002.16 

21,672.45 

452 

48.68 

47.96 

1914-15 

37,869.52 

30,034.94 

381 

99.40 

78.83 

1915-16 

48,596.97 

28,135.00 

388 

125.25 

72.51 

1916-17 

51,369.07 

29,242.50 

364 

141.12 

80.31 

1917-18 

51,821.30 

30,438.22 

382 

135.66 

79.69 

COMPARATIVE  STATISTICS 


Year 

Schools 

Teachers 

Net 
Enrollment 

Average 
Daily 
Attendance 

1901-1902 

5  ' 

11 

325 

177 

1902-1903 

5 

12 

367 

175 

1903-1904 

5 

12 

372        188 

1904-1905 

6 

14 

410 

250 

1905-1906 

7 

17 

511 

278 

1906-1907 

7 

19 

431 

202 

1907-1908 

9 

19 

486 

241 

1908-1909 

10 

21 

478 

276 

1909-1910 

11 

24 

494 

296 

1910-1911 

12 

27  - 

577 

336 

1911-1912 

12 

27 

653 

386 

1912-1913 

13 

33 

659 

424 

1913-1914 

14 

27 

745 

452 

1914-1915 

15 

27 

661 

381 

1915-1916 

15 

28 

712 

388 

1916-1917 

15 

28 

684 

364 

1917-1918 

15 

28 

710 

382 

PASADENA  KINDERGARTENS 


35 


(Sectional   view) 
ALTADENA 

Opened  in  1912  in  a  portable  bungalow.     It  now  occupies  a  room 
in  the  main  building. 

Teachers: 

Flora  Hartman  .  .          1911-1916 

Edith  Phillips  .         .     1911-1913 

Ethel  H.  Church  .          1916-1917 

Hazel  A.  Dunlap  .         .     1917-1918 


36 


PASADENA  KINDERGARTENS 


COLUMBIA 

Opened  under  the  Free  Kindergarten  Association  in  1900.  Occu- 
pied a  room  in  main  school  building  until  bungalow  was 
built  in  1903. 


Teachers: 

Henrietta  Visscher  .     1900-1906 

Mabel  Burton     .  .          1900-1906 

Mabel  Wilson         .  .     1906-1912 

Mary  C.  Gage     .  .          1906-1907 

Bernice  V.  Gilbert  .     1907-1913 

Helen  L.  Miller  .          1912-1913 

Jessie  M.  Crandall  .     1913-1918 

Mary  Jane  Howard  .          1913-1918 


PASADENA  KINDERGARTENS 


37 


GROVER  CLEVELAND 

Opened  in  1910  when  the  new  elementary  school  was  built  and  still 
occupies  a  room  in  the  main  building. 


Teachers: 

Alice  M.  Gilbert        .  1910-1912 

Florance  L.  McKellar  .     1911-1915 

Hattie  B.  Schwartz  .  1912-1918 


38 


PASADENA  KINDERGARTENS 


BENJAMIN  FRANKLIN 

Opened  under  the  Free  Kindergarten  Association  in  1901.  Occu- 
pied a  rented  room  until  the  present  bungalow  was  built 
in  1902. 


Teachers: 

Prudence  Brown    .  .     1901-1906 

Alice  McChesney       .  1901-1903 

Annette  Underwood  .     1901-1904 

Florence  Deitrich       .  1902-1904 

Caroline  West         .  .     1904-1907 

Grace  H.  Rorabach  .  1905-1906 

Henrietta   Visscher  .     1906-1918 

Mabel  Burton     .         .  1906-1918 

Fdith   Phillips         .  .     1907-1911 

Effie  Stephenson        .  1911-1912 


PASADENA  KINDERGARTENS 


39 


JAMES  A.  GARFIELD 

Opened  under  the  Free  Kindergarten  Association  in  1900.  Occu- 
pied a  vacant  room  in  the  main  school  building  until  a  special 
kindergarten  building  was  erected  in  1903.  This  building 
had  to  be  removed  and  now  the  kindergarten-primary  and 
domestic  science  departments  are  housed  together. 


Annette  Underwood 
Ada.M.  Brooks    .     . 
Jean  Case     .     .     .     . 
Alice   McChesney 
Grace  H.  Rorabach  . 

Villa  Augur  .  .  . 
Flora  Hartman  .  . 
May  Moore  .  .  . 


Teachers: 

1900-1901  Mirian  C.  Williams  1908-1909 

1901-1907  Hazel  A.  Dunlap  .  1909-1910 

1901-1918  Leah  L.  Dean   .     .  1911-1912 

1903-1906  Lila  B.  McGavock  1912 

1904-1905  Effie  B.  Stephenson  1912-1913 

1906-1908  Mary  Lockwood   .  1913-1914 

1906-1907  Jane  A.  White  .     .  1916-1917 

1907-1908  May  B.  Gaylord    .  1917-1918 
1906-1907 


40 


PASADENA  KINDERGARTENS 


ULYSSES  S.  GRANT 

Opened  in  1907  and  occupies  a  room  in  the  main  building. 

Teachers: 

Caroline  West       .  .  .  1907-1918 

Alice  M.  Gilbert  .  .  1907-1910 

Stella  H.  Wood     .  .  .  1910-1911 

Mary  C.  Neff    ....  1911-1912 

Azalia  R.  Bean      .  .  .  1912-1915 

Edith  E  Reynolds  .  .  1915-1916 

Golda  V.   Clark  1916-1918 


PASADENA  KINDERGARTENS 


41 


THOMAS  JEFFERSON 

Opened  in  1909  and  occupies  a  room  in  the  main  building. 

Teachers: 

R.  Stella  Knapp     .     .  .  1908-1918 

Miriam  C.  Williams  .  1910-1911 

Helen  L.  Miller     ...  1911-1912 

Lila  B.  McGavock     .  .  1912-1913 

Evelyn  Bishop       .     .  .  1912-1913 

M.  Gladys  Ahlstrom  .  1913-1916 

Mildred  L.  Wheeler  .  1916-1918 


42 


PASADENA  KINDERGARTENS 


LAMANDA  PARK 

Opened  in  1908  and  occupies  a  room  in  the  main  building. 

Teachers: 

Flora  Hartman      .     .     .  1908-1911 

Laura  Wood     ....  1908-1914 

Vinnie   Dey   Ermond     .  1911-1918 

Edith   Phillips  .  1914-1918 


PASADENA  KINDERGARTENS 


ABRAHAM  LINCOLN 

Opened  in  1901  under  the  Free  Kindergarten  Association  and  occu- 
pied a  rented  cottage.  Later  a  bungalow  was  built  on  the 
present  school  grounds. 

Teachers: 

Jessie  M.  Crandall     .  .  1901-1913 

Julia  W.  Griffith    .     .  .  1901-1906 

Mabel  Wilson       .     .  .  1904-1906 

Flora  Hartman      .     .  .  1906-1907 

Anna  Irene  Jenkins  .  .  1906-1907 

Vinnie  Dey  Ermancl  .  1907-1911 

Mary  Jane  Howard  .  .  1912-1913 

Bernice  V.  Gilbert     .  .  1913-1918 

Edith  Phillips  ....  1913-1914 

Hazel  E.  Hunt  1915-1918 


44 


PASADENA  KINDERGARTENS 


HENRY  W.  LONGFELLOW 

Opened  in  1913,  and  occupied  a  room  in  the  main  building  until 
September,  1918,  when  the  new  kindergarten-primary  building  was 
opened. 


Teachers: 

Mary  C.  Neff    ....  1912-1918 

Alice  A.  Nicholas      .     .  1912-1915 

Ximena  H.  Fundenberg  1915-1918 


PASADENA  KINDERGARTENS 


45 


JAMES  MADISON 

Opened  in  1905  and  occupied  a  room  in  the  main  building  until  the 
present  bungalow  was  built  in  1908. 


Teachers: 

Florence  Dietrich       .     .  1905-1910 

Mary  C.  Gage   ....  1905-1906 

Julia  W.  Griffith    .     .     .  1906-1907 

Grace  H.  Rorabach    .     .  1906-1917 

Anna  C.  Moulton       .     .  1907-1909 

Mary    P.    Bowen  .     .     .  1906-1907 

Louise  Stokes  ....  1909-1914 

Stella  H.  Wood     .     .     .  1911-1917 

Ruth  Huntington       .     .  1913-1915 

Elizabeth    Grinnell    .     .  1915-1918 

Jane  A.  White  .  1917-1918 


46 


PASADENA  KINDERGARTENS 


WILLIAM  McKINLEY 

Opened  in  1904  and  occupied  a  room  in  the  main  building  until  the 
present  bungalow  was  built  in  1908. 


Teachers: 

Annette  Underwood      .  1904-1905 

Florence  Dietrich       .     .  1904-1905 

Charlotte  M.  McCormick  1905-1918 

Margaret    Morrison       .  1905-1917 

Caroline  West  ....  1906-1907 

Maida  Wellborn  1917-1918 


PASADENA  KINDERGARTENS 


47 


THEODORE  ROOSEVELT 

Opened  in  1907  in  the  present  bungalow. 

Teachers: 

Anna  Irene  Jenkins  .  .  1907-1913 

R.  Stella  Knapp     .     .  .  1907-1908 

Alice  A.  Nicholas      .  .  1908-1912 

Marie  Shove      ....  1912-1913 

Hazel  A.  Dunlap        .  .  1911-1917 

Azalia  R.  Bean  1913-1918 


48 


PASADENA  KINDERGARTENS 


JUNIPERO  SERRA 

Opened  in  1914 

Teachers: 

Edith    Waterhouse    .     .  1914-1917 

Zuma  Lysons  Hollister  1916-1918 

Clara  A.  Patton  1917-1918 


PASADENA  KINDERGARTENS 


49 


GEORGE  WASHINGTON 

Opened  in  1901  under  the  Free  Kindergarten  -Association  and 
occupied  a  rented  room  over  a  store  until  the  present  bunga- 
low was  built  in  190 — . 


Teachers: 

Minnie  C.  Wood   ...  1901-1918 

Mabel  Wilson    ....  1901-1904 

Rose  Teweles    ....  1906-1918 

Bessie  L.  Burdlck  1906-1907 


GENERAL  LIBRARY 
UNIVERSITY  OF  CALIFORNIA— BERKELEY 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

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date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


LOAN 

DEC  4    1972 


301956 

USE 

6  ,356 


t  200t 


JAN  2  1 


LD  21-100m-l,'54(1887sl6)4 


YC  8759 


M162353 


THE  UNIVERSITY  OF  CALIFORNIA  LIBRARY 


